RI.6.7:Integrate information presented in different media or formats (e.g.,visually, quantitatively)as well as in words to develop a coherent understanding of a topic or issue.
W.6.1: Write arguments to support claims with clear reasons and relevant evidence.
W.6.1(a):Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1(b): Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.1(c): Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1(d): Establish and maintain a formal style.
W.6.1(e): Provide a concluding statement or section that follows from the argument presented.
W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.10:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames ( a single sitting or a day or two) for a range of discipline-specific tasks, purposese, and audiences.
SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) to visual displays in presentations to clarify information.
L.6.1: Demonstrate command of the conventions of Standard English grammer and usage when writing or speaking.
L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Ongoing Standards
RL.6.2: Determine a theme or central idea of text and how it is conveyed through particular detail; provide a summary of the text distinct from personal opinions or judgements.
RL.6.3: Describe how a particular story”s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RI.6.2:Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.
RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Assessment Product
Argumentative essay
Persuasive speech
Create a storyboard.
Key Questions (match Standard)
What factors motivate you to purchase certain products?
What are the common elements of TV commercials?
Who is your audience?
What is your purpose?
What is your claim?
What support can you provide for such a claim?
Observable Student Behaviors (Performance)
Participate in providing feedback and discussion to presenters.
Active listening to presenters.
Vocabulary
ELA
Storyboard Propaganda
Suggested Activities [see Legend to highlight MCO and HYS]
Write a persuasive essay regarding the The Prince and the Pauper. Choose a character that you would most like to be and provide relevant evidence from the novel to support your choice.
HMU(8)p. 984-986—Media Literacy techniques
Produce your own media—p.987. Create a storyboard.
Students utilize this lesson as a whole group as a center activity to review the grammar concepts taught in class. Those concepts are reflexive pronouns, adjectives, proper adjectives, adjectives that compare, and main and helping verbs.
L6.3 Expanding Sentences
Students will see examples and non-examples of expanded sentences. Then they will use photos provided for inspiration to write their own expanded sentences. Finally, they will look for places in their own writing to use expanded sentences.
W6.1 /6.1e Introductory and Concluding Paragraphs
This interactive lesson walks students through the process of writing effective introductory and concluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do, you do) are included.
W6.5 Planning a Short Story
This lesson is to be used in a Writers' Workshop. This lesson helps students plan for writing a short story. Planning pages are included.
Theme Essential Question:
Essential Questions:
Focus Standards
Ongoing Standards
Assessment
Product
Key Questions (match Standard)
Observable Student Behaviors (Performance)
Vocabulary
Propaganda
Suggested Activities [see Legend to highlight MCO and HYS]
Homework
Read for 30 minutes.
Terminology for Teachers
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
High Yield Strategies
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
- L6.1 Grammar Review
Students utilize this lesson as a whole group as a center activity to review the grammarconcepts taught in class. Those concepts are reflexive pronouns, adjectives, proper adjectives,
adjectives that compare, and main and helping verbs.
- L6.3 Expanding Sentences
Students will see examples and non-examples of expanded sentences. Then they will usephotos provided for inspiration to write their own expanded sentences. Finally, they will look for
places in their own writing to use expanded sentences.
- W6.1 /6.1e Introductory and Concluding Paragraphs
This interactive lesson walks students through the process of writing effective introductory andconcluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do,
you do) are included.
- W6.5 Planning a Short Story
This lesson is to be used in a Writers' Workshop. This lesson helps students plan for writing ashort story. Planning pages are included.
Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
6 Matrix
6 PAP Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6